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Character Education: Needed Now More Than EverJenny Griffin, Lynnette Oberg, Annie O’Donnell, Michelle SimonWhat is Character Education? Character education is a growing practice that is slowly being added to the schools across America. Children are once again being exposed to morals and values in the classroom. Help is being provided for the parents during this crucial time in America when violence and bullying is becoming an increasingly common practice among adolescents. Researchers are finding a greater need to discuss the issue of character education in order to question its validity as well as its effectiveness. By reviewing the history and background information, the current need, strategies for implementing and training, in addition to the current research of character education, schools may be better equipped when determining whether character education is the best practice for their community.The Need for Character Education Why does it appear that Character Education is so urgently needed to combat the escalating problem of bullying? First, bullying is the most common form of violence in our society, driving the culture of violence (Weinhold, 2000). A report in the Journal of the American Medical Association says that nearly one-third of US children and teenagers have experienced bullying, either as the victim, or the perpetrator, or both. This survey, done in 1998, was the first one that that looked at the prevalence of bullying in the U.S. The report indicates that not enough is being done to prevent the problem in this country in comparison to other countries ("Bullying is a Common Problem," 2001). Pediatric psychologist Dorthea Ross believes that bullying today is more vicious than it was 10 to 15 years ago (Chase, 2001). A study of 6,500 students in fourth to sixth grades in the rural South indicates that 1 in 4 students had been bullied regularly within the past 3 months and that 1 in 10 had been bullied at least once a week. Approximately 1 in 5 children admitted that they had bullied another child with some regularity in the previous 3 months (Limber and Nation, n.d.). In a study of 207 junior high school students from small Midwestern towns, 88% reported having observed bullying, and 77% indicated that they had been victims of bullying (Limber and Nation, n.d.). These numbers seem to clearly indicate that the problem of bullying has grown out of control in US schools, both in lower and upper grades. Character Education is a solution that’s been around for some time.Character Education: It’s Nothing New
The practice of Character Education has been a part of the educational process for much longer than many people realize. According to Patricia A. Vardin, author of “Character Education in America,” Character Education dates back to the time of the founding fathers (Vardin, 2003). She states, “The founding fathers of America believed that good character was needed by its citizens in order to preserve a democracy” (Vardin, p. 32). It was the year 1642 when Character Education made its first appearance in the school curriculum (Vardin). Character Education continued to be an important aspect of educating young children even into the 1900’s. Ms. Vardin explains that Maria Montessori was a huge advocate for the inclusion of Character Education; she “believed that character education was of equal if not greater consequence than learning to read, write, and do numbers” (Vardin, p. 32). It was not until the 60’s and 70’s that character education was eliminated from the school’s curriculum (Vardin). According to Vardin, this happened for several reasons, such as the belief that “all values are relative,” an increase in diversity, and the fact that there were fewer rules being placed upon children in the school and at home (Vardin, p. 32). The elimination of prayer in schools was another reason for character education being taken away (Vardin). Character education was considered an aspect of moral teaching, which was ultimately associated with religion (Vardin). It has not been until the recent past decade that character education has been finding its place back into the public schools. Marvin Berkowitz, author of Obstacles to Teacher Training in Character Education, states that for many years, “The authority to teach character has been claimed by religious institutions, families, and the state” (Berkowitz, 1998, ¶18) This issue of religion seems to be a major contributor to the current debate of whether it is still ethical for character education to be taught in the public school system (Berkowitz). While on the other hand, many school systems are finding justification for including character education in the school curriculum.Giving Children Power
Character education is more than just an addition to the curriculum. “It is the development of knowledge, skills, and abilities that enable the learner to make informed and responsible choices” (University of Illinois, ¶3). It seems most appropriate for this development to occur especially during this time of increased violence in schools. Because of the violent crimes and bullying in the schools and on the streets, there is a great need for students to be exposed to programs that promote peace and respect (Nielsen, 2003). Milson and Mehlig, authors of Elementary School Teachers’ Sense of Efficacy for Character Education, agree that due to the “increasing violence, drug abuse, teen pregnancy, and similar irresponsible and disrespectful behavior,” it seems that there has been a “lack of attention to character in schools” (Mehlig & Milson, 2002, ¶3). Cletus Bulach, author of Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior, agrees by stating “Clearly there is a need in our society…to have citizens and students practice behaviors that are of a more civil and moral nature than currently is the pattern” (Bulach, 2002, ¶2). Even President Theodore Roosevelt saw the need for educating people about character as he was quoted saying, “To educate a man in mind and not in morals is to educate a menace to society” (Berkowitz, ¶13). Students today need role models to display positive character traits (Anderson, 2000). Obviously, there has not been enough direction from the home, so it seems only natural that the schools should assist parents in this very important role (Anderson). With the installation of character education programs in the school system, the students are given the opportunity “to come face to face with the realities of life” which “encourages them to think critically and then act responsibly” (University of Illinois, ¶4). Milson and Mehlig also feel that there is a great need for formal character education programs in the schools because “the traits of good character should be taught explicitly rather than relying on clarification exercises or, worse, the ‘hidden curriculum’” (Milson & Mehlig, ¶3). Donna Anderson, an author for the Journal of Instructional Psychology, states that “the teacher is central to character education” and “the classroom could be one arena to reinforce, model, and practice positive character traits on a daily basis” (Anderson, ¶1). She also feels that in order for the character education programs to diminish violence in today’s society, there must be collaboration between parents, schools, and the people of the community (Anderson). Edward F. DeRoche, author of Creating a Framework for Character Education, agrees with the effort to collaborate as he states, “Schools and communities share the responsibility for educating both the minds and hearts of children” (DeRoche, 2000, ¶14). Anderson joins these beliefs by saying that “a firm foundation will be established” if collaboration occurs among all those who take responsibility for the lives of the students (Anderson, ¶16). Ultimately, as stated by Lynn Nielsen, author of a study done to test the effectiveness of a specific character education program, states, “The need for character education is self-evident” (Nielsen, ¶3). In addition to the obvious need, the University of Illinois feels that with the implementation of character education there is the establishment of “a foundation upon which we can build respect for human dignity and create…schools that will empower students to achieve excellence” (University of Illinois, ¶4). “We need to give kids the tools to be able to stand up for their own rights while respecting the rights and needs of others; to handle conflicts nonviolently; to act with integrity when confronted with difficult situations; and to develop a personal code that enables them to do what is right in spite of external consequences and never merely because of them” (Coloroso, n.d.). Although substantial reasoning exists for implementing character education in the school curriculum, why is bullying so out of control in our current school system? Is Bullying Just Part of Growing Up? Even though bullying is clearly a problem that exists in our schools, it is often not taken seriously. Some adults view bullying as a normal part of growing up, something that children should either deal with, or learn to work out on their own. Bob Chase, president of NEA states, "If we adults continue to insist that bullying is a normal part of growing up, even a 'character building' experience, then, to be blunt, we have never listened, I mean really listened, to a child who has been victimized by persistent bullying" (Chase, 2001). Adults need to realize that bullying is serious, should not be taken lightly, and left unchecked can lead to greater acts of violence.
The Fear of Telling Perhaps an explanation of why bullying is not being taken seriously, is that it often goes unreported. Many children are witness to acts of bullying, but they fail to inform adults because they fear it will make them appear immature or like they are a tattletale. From an early age, children are discouraged by their parents and surrogates from “tattling” about everyday indignities suffered at the hands of hair-pulling siblings or playmates who tease them or take their possessions (Strom & Strom, 2003, p.165). Other students who are the actual victims of bullying behavior feels as if they should attempt to resolve the problem on their own, without adult intervention. This is especially true for older students. Some adolescents believe that for them to continue asking teachers and a parent to intervene on their behalf is childish (Strom & Strom, 2003, p.172). A Study of Bullying in the Middle School by Harris and Petrie describes the bullying behaviors reported by 198 students in 8th grade in two southern middle schools. Harris and Petrie report that, of the students 92% reported observing some type of bullying in their schools as least “sometimes,” but nearly one half of the students did not tell anyone when they were bullied. Less than 3% reported that they would tell a teacher. The study’s findings indicate students perceived nearly 60% of teachers and more than 70% of administrators as “not interested” in reducing bullying on campuses (Harris & Petrie, 2002). Parents had suspicion that school districts were frequently hiding the truth about poor discipline and the true extent of violence in schools, and favored more open communication and involvement (Willert & Lenhardt, 2003). Parents also wanted the schools to hear and respond to their desires for heightened security measures and zero-tolerance policies. Parents felt teachers should be held more responsible for creating caring and well managed classrooms and for being dedicated to student welfare (Willert & Lenhardt, 2003). Character education can bring hope and change to our schools. Character Education Strategies When schools adopt specific programs to incorporate character education into their curriculum, they must consider the wide variety of strategies that could be used in order to reach the students most effectively. First of all, the University of Illinois explains that as is the case with most subject areas, “interdisciplinary curricular themes” seem to be most effective and commonly chosen because it empowers “teachers to create meaning while allowing students time for purposeful exploration and self-reflection” (University of Illinois, ¶4). Marvin Berkowitz shares that character education could be presented in either one of two ways: to "add a ‘lesson-a-day’ or ‘lesson-a-week’” to the regular curriculum or to establish a “school or classroom reform” by completely embracing character education in all aspects of the regular curriculum (Berkowitz, ¶11). Berkowitz feels that those who have chosen the reform approach have found that it “frees time that was previously spent on behavior management” (Berkowitz, ¶11). Several schools have also used literature-based programs. Brynildssen, author of Character Education through Children’s Literature, reports that the recommended pieces of literature include “classics, folk literature, legends, and contemporary stories-all drawn from various cultures” (Brynildssen, 2002, ¶5). Programs that focus on the use of literature in order to teach specific character traits provide students with the opportunity to reflect and respond to the literature that is chosen. In order to keep the activities engaging, ideas such as discussions, debates, research projects, role-playing, essay writing, and journal keeping have been known to be effective (Brynildssen). Other strategies that are used when teaching character traits include the different roles that are to be taken by those who are involved in the education process, such as the teacher, administrator, and counselor (Nicholson, 2000). The shared responsibilities that are included in comprehensive programs involve two specific tasks: “to encourage parental involvement and…to serve as role models for students” (Nicholson, ¶14). In addition to these tasks, each of these staff members is also assigned tasks that are more closely related to the original job description (Nicholson). For instance, the administrator is expected to “focus primarily on the school community and environment” as he or she coordinates forms of communication and collaboration (Nicholson, ¶14). The teacher focuses his or her “efforts on how classmates relate to one another” and plans engaging activities and instruction that will focus on specific chosen character traits (Nicholson, ¶14). Lastly, the counselor serves “as a consultant to other school personnel as they focus on helping children develop character traits” that will encourage healthier relationships with others in addition to providing guidance in the classroom and instruction for parents (Nicholson, ¶14). Debra Viadero, author of Nice Work, enforces the importance of the involvement of all adults by stating, “All adults should become exemplars of the character traits they are trying to instill in children” (Viadero, 2003, ¶43) Evelyn H. Otten, explains that the strategies used in character education treat “various aspects of moral education, civic education, and character development” (Otten, ¶4). She also explains “each component provides a slightly different slant on what is important, and what should be taught” (Otten, ¶4). When questioning whose morals or values are to be taught, many strategies that have been developed seek to incorporate those of the community rather than those of a single person. Otten reinforces this by saying that the morals of all the people in one way or another will be incorporated into the program (Otten). Otten describes another strategy for character education in which she feels that by involving students in service learning opportunities they are able to address “real community needs while allowing them to experience direct academic ties with the classroom” (Otten, ¶18). The author Candice Shelby, author for the journal The Educational Forum, discusses another approach to presenting ethics education to students in the classroom. She explains that some choose the strategy of “presenting a set of principles and then instructing students in their applications, employing such vehicles as ethics games, tests, or writing assignments” (Shelby, 2003, ¶2). Another strategy is one in which “punishment or reward” that “appeals to some version of virtue theory” have been implemented (Shelby, ¶3). The third strategy that she speaks of is a “more radical” approach known as “directive moral education” which happens to be closely related to the developmental theory of Kohlberg (Shelby, ¶4). Kohlberg’s theory states that “because children are not psychologically capable of being motivated to moral behavior by reason alone, it is appropriate to instill in them certain traits and principles through providing punishments, approval, and role models whom the children would be moved to emulate” (Shelby, ¶4). Others have agreed with this thought by stating that the directive approach creates “good habits one will have developed” (Shelby, ¶4). In addition to the various strategies available, the training of teachers on how to effectively teach character education is also an important aspect of the decision process. The Importance of Teacher Training The implementation of character education programs involves thorough training for those teachers who are to be a part of the curricular process. Edward DeRoche explains that the training process is one of the ten critical factors to having an effective character education program (DeRoche). He also goes as far to say, “It is better to delay program implementation than to begin without proper training” (DeRoche, ¶8). Basically, it would be a waste of time for teachers and could be misguiding for the students if teachers were not properly prepared. Because a substantial amount of the educational process involving character education takes place in the classroom with the teacher being the main source of direction. It seems only right then for teachers to have additional training and support in order for the program to be completely effective. According to many researchers, this training would not have to wait to be instituted until the teacher is actually in the classroom. Training could and should take place while the to-be-teacher is still receiving pre-service instruction. If the training is made available, then the foundation for character education in the classroom has already been established. The only problem is that “there is little training available, particularly at the pre-service level” (Berkowitz, ¶1). Milson and Mehlig also feel that a roadblock to teacher preparation is that “there is little consensus about curriculum and methods to accomplish this task” of educating teachers prior to them receiving their degrees (Mehlig & Milson, ¶5). They also found that in 1998, even though there was a great deal of support for the character education movement, it was not as much of a priority in teacher education as it should have been (Mehlig & Milson). Berkowitz feels that “for teacher education to be effective in training for character education, their needs to be teacher training institutions that focus on character education as a sub-specialty” (Berkowitz, ¶19). This approach has, however, been implemented by the University of Missouri-St. Louis (Berkowitz). A 2002 study performed by Andrew Milson and Lisa Mehlig was used to determine teacher beliefs about the effectiveness of character education. The researchers reported, “elementary school teachers feel efficacious about most aspects of character education” (Mehlig & Milson, ¶1). They also determined that “teachers who earned their undergraduate degrees from private, religiously affiliated universities have a greater sense of efficacy for character education” (Mehlig & Milson, ¶1). The authors shared the findings of a previous study done in 1998 that showed these particular universities having “a greater ‘mission-level’ commitment to character and specific program features intended to promote character” (Mehlig & Milson, ¶23). One might wonder why this would only take place at the private institutions rather than the large public institutions. As was already established by Berkowitz, the results of the recent study by Milson and Mehlig show that there should be a “commitment to character education in teacher education institutions” (Mehlig & Milson, ¶26). The training of teachers for character education has shown to be a necessary component for effective implementation. The type of program that a school or community chooses is also a great concern as there are many to choose from. Before Implementing a Program: Know Your Students/Community When deciding on a specific character education program, it could be very beneficial for those who are making the selection to be knowledgeable about the variety of programs and the strategies that are used within the programs. Not all schools or school districts are the same, so it would be unfair to implement a particular program simply because of its success in another school district. To do this would be to assume that all students need the same instruction on the same character traits, no matter where they live. Linda McKay, author for Education Digest, describes one particular program that has been implemented in 450 schools in Missouri and Illinois school districts. The CHARACTER plus program “is based on a belief that students’ character is shaped by the lessons they learn from the world that surrounds them” (McKay, 2002, p.46). This program takes into consideration the community and the responsibility that it assumes for its children (McKay). Members of the community are expected to participate in the character education program through involvement in the development of the traits that are to be adopted and as role models for the children to look up to (McKay). Another program is the Heartwood Institute’s “An Ethics Curriculum for Children” (Leming, 2000, ¶4). This is a literature-based program that focuses on the values courage, loyalty, justice, respect, hope, honesty, and love (Leming). As is the case with most of the programs, this program aims to “help children to learn the character attributes that enable them to become caring and responsible adults” (Leming, ¶5). A third reported program for educating children about character is called Your Environment (Starr, 1999). This particular program is based on the concept of presenting one word per week that is related to the character traits that are being implemented (Starr). Linda Starr, author for Education World website explains that “activities are geared toward helping students understand and develop that character trait” (Starr, ¶3). Much like many of the programs, a great deal of effort is made for collaboration to occur between the school, home, and surrounding community (Starr). The ERIC Clearinghouse lists a few additional programs that have been widely used around the country. “Character Counts!” is commonly known as the “six pillars of character” (Otten, ¶13). The values chosen by this program are meant to “transcend divisions of race, creed, politics, gender, and wealth” (Character Counts! ¶1). The Giraffe Project is a character education program that focuses on the theme, “stick their necks out” (Otten, ¶14). The program strives to help students to recognize the importance of being caring individuals by showing concern for others (Otten). The programs listed above are just a few of the possible programs that aid schools in educating children about character traits. The effectiveness of these and other programs is another key aspect of character education. In order for programs to be most effective, there are many key factors that must be addressed when implementing a character education program. When choosing a program, the schools and school districts must take into consideration the learning styles of the students as well as the background knowledge that the students may have already established due to their environments. The traits and process in which they plan to implement should be appropriate for the community to which the children have been exposed or are familiar with (Revell, 2002). Shawna Bynildssen agrees by saying that it is also important that the character education lessons go beyond the classroom by giving children opportunities to “practice positive character traits not only in school but in all areas of their lives” (Brynildssen, ¶15). Children need to know that they are being prepared for the real world and not just for the classroom. In addition to these ideas and as was stated earlier, the involvement of parents and families is also a crucial part of the effectiveness (Brynildssen & Nicholson). Another key factor is the collaboration of all school staff members. There must be a consensus amongst the staff about the traits that are to be focused on as well as the approach that is taken (Nicholson). The effectiveness of character education programs has also been addressed through current research studies. The effect that the character education programs may have on the students, school, and even the community provides justification for implementing the programs and participating in the training process. One particular study by Lynn Nielsen was developed to determine the effectiveness of a character education program in Iowa. The school’s program intends to “develop a cohesive community of learners who valued and respected one another” (Nielsen, ¶9). The study included the responses of parents, teachers, and students and was based on survey questions as well as a few personal interviews (Nielsen). A key factor that is associated with this study is that the surveys were completed previously in 1993 and then again in 1998 (Nielsen). As with many aspects of education, continual assessment can help to make programs, lessons, and processes most effective. As a result of comparing the two surveys, those from 1993 and 1998, it was determined that the attitudes and understanding about character had changed greatly not only among the students but also among the parents who were surveyed (Nielsen). Nielsen reported that “both teachers’ and parents’ definitions of ‘good citizenship’” were more focused in 1998 than in 1993” (Nielsen, p.14 of 20). Their responses also “tended to be constructed as general civic virtues such as kindness, caring, respect, and responsibility” while at the time of the first survey they “ranged across the moral spectrum from compliance to rules and laws to care for the environment and picking up litter” (Nielsen, p.14 of 20). It was determined from the survey that there was a great impact on the language and thinking about values and character due to the implementation of the character education program (Nielsen). During the first survey in 1993 the language that was used by those completing the survey tended to be more negative as they focused on what people should not do versus a more positive focus (Nielsen). The author attributes this to the “positive school culture, which teachers have worked diligently to build around mutual respect and student engagement” (Nielsen, p.14of20). The teachers’ responses regarding the respectfulness and responsibility of the students showed a positive increase from 1993 until 1998 (Nielsen). Another study, conducted by Lynn Revell and published in Educational Studies, was conducted in the Chicago area and involved the responses of 700 children (Revell). The schools ranged from magnet to non-magnet and elementary to high school (Revell). The purpose of this study was “to look at the way children in Chicago public schools understood and perceived the role and meaning of Character Education” while also taking in consideration the possible effect that it had based upon the different social, economic, and ethnic backgrounds of the students (Revell, ¶5). The study involved interviewing the students who were randomly chosen (Revell). As a result of this study, Revell found that “children not only have complex beliefs, but…there is a noticeable degree of interaction between children’s responses to Character Education and their personal experiences” (Revell, p.430). It was also determined that the environment in which children are exposed to has a significant effect on the way they think about morals and citizenship issues (Revell). This does not seem surprising, as it is clearly understood that children often learn by relating new concepts to what they already have been taught. When comparing the answers of the students from magnet schools with those from non-magnet schools, the author found a notable difference between the two (Revell). The responses of the magnet students were “more naïve and simplistic” in contrast to the “social and political knowledge” of the non-magnet students (Revell, p.427). Overall, the effect of the character education program on the diverse schools of Chicago showed that not all schools and children would be affected in the same way.
Analyze All of Your Information After reviewing the history and background information, the current need, strategies for implementing, and current research of character education, it is important for one to analyze the information that has been provided in order to make an informed opinion about the practice of character education. The development of the practice has traveled a winding road, but seems to have found its way back onto a straighter path that takes all views into consideration. The wide variety of strategies and programs that are available should help educators to make selections according to the students and community that are involved. Character education has been proven through research to have effective characteristics that aid developers in improving the programs with the changing times, but there is still a need for additional research. It seems that there could be great improvements to the practice if long-term effects were to be studied in order to see if violence, bullying, and drug abuse have decreased due to the implementation of character education. Because many character education programs involve the cooperation of administrators, counselors, and parents, rather than just teachers, it seems only right for there to be training for all those involved in the implementation process. Administrators, counselors, and parents should receive thorough instruction before implementing a program. Bullying: Could it be the Root of Society’s Ills? Character education is a step in the right direction to tackle this serious problem, which is only getting worse as time goes on. How serious is this problem of bullying? Since Columbine, several medical organizations have increased the attention paid to bullying (Elliot, 2001). Bullying is being looked at as a factor in many of society’s ills, including smoking, underage drinking, mental illness and drug addiction. It’s also being seen as the root of more violent behavior, particularly among adults (Elliot, 2001). A study published in the April 25 issue of the Journal of the American Medical Association examined bullying among 6th through 10th graders and found that bullies were more likely to drink and smoke. Other research has suggested that bullies are more likely to grow up and abuse their spouses or engage in criminal behavior (Elliott, 2001). Pediatrician Duane Alexander, director of the National Institute of Child Health and Human Development said, “Being bullied is not just an unpleasant rite of passage through childhood. It’s a public health problem that merits attention” (Elliott, 2001). Dr. Kevin Fleming, an alternate delegate from the American Medical Directors Assn. said, “People who are bullied often become bullies. People who are bullied can become killers. People who are bullied may kill themselves. We wonder where spousal abuse comes from. This is where it comes from” (Elliott, 2001). The problem of bullying is so serious that the American Medical Association has developed an anti-bullying plan to assist doctors in identifying at-risk patients. The AMA is providing tips to help doctors spot victims of bullying and encourage parents to question children about whether they’ve been victimized. Doctors and parents are advised to look for the following symptoms in children: increased school absences, frequent crying, and low self-esteem, lack of empathy, unexplained bouts of rage or sullenness, recurrent sleep problems, bed-wetting, and headaches (“AMA Promotes Anti-Bullying Steps,” 2002). If bullying is serious enough for the AMA to take action, then certainly it should be serious enough for our schools to view it as a “real” problem, and take appropriate action against it! “How bullies are treated will influence what kind of people they will grow up to be and what kind of lives the rest of us will live” (Coloroso, n.d.). Character education is a vital measure schools are adopting to stop the violence and bullying. Character education programs emphasize values such as responsibility, courage, and caring (“Breaking the Code,” 2002). Data shows that peers often are the first to know when potential harm is brewing in their schools. A recent Secret Service study disclosed that three-fourths of school shooters told some of their classmates about their plans. The US Department of Education reported that out of the 6,00-plus handguns confiscated on school grounds during the 1996-97 school year, 92% of the cases were results of students alerting school officials (“Breaking the Code,” 2002). However, feeling of fear, a code of loyalty, or not wanting to “rat” out peers often prevents students from telling adults and getting help (“Breaking the Code,” 2002). Schools need to work at making the environment a safe place where there’s an atmosphere of trust between students and adults, so that open communication can occur. Wolfgang Halbig, a former teacher and state trooper warns, “If character education programs do not also emphasize the importance of breaking the code of silence, they are missing a golden opportunity” (“Breaking the Code,” 2002). Wolfgang suggests that schools set up an anonymous reporting system for students, such as a 24-hour, seven-days-a-week telephone hotline (“Breaking the Code,” 2002). There is hope, with the help and support of parents and teachers; children can learn that it is OK to report bullying. In Conclusion Bullying is a serious problem that needs to be addressed by our schools through a comprehensive character education program. We can no longer stick our heads into the sand and ignore it. Another Columbine can and will happen if this wide spread problem is not addressed. Malcolm High School, 15 miles west of Lincoln, Nebraska just recently adverted a similar disaster that was reported in the (Omaha World-Herald, Thursday, March 18, 2004). “A 17-year-old Malcolm High School student who classmates said liked to talk about bombs and who allegedly planned to bring explosives and a rifle into the school Tuesday now faces charges punishable by up to 120 years in prison. Joshua Magee was charged Wednesday with attempted first-degree murder, use of a weapon to commit a felony and using explosives to commit a felony. All of the charges are felonies. The seriousness of the charges caught some by surprise but didn’t shock prosecutors and the school superintendent. Classmates said Magee was severely picked on and was the target of many incidents of bullying and harassment. He indicated verbally to police several times that his intent was to hurt people, many people. And he had the firepower to do it, Superintendent Gene Neddenriep said. We were close, closer than what we’d like to be.” With another “Columbine” so close to home, this is why we need character education in our school systems now, more than ever!
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